Build a Better House - With Dirt

Build a Better House - With Dirt Tomorrows homes may be made of glass and steel- or they may resemble the shelters built by our prehistoric ancestors. Architects and engineers are taking a new look at ancient building techniques, including building with earth products. Imagine a magical building material. Its cheap, perhaps even free. Its plentiful everywhere, worldwide. Its strong enough to hold up under extreme weather conditions. Its inexpensive to heat and cool. And its so easy to use that workers can learn the necessary skills in a few hours. This miraculous substance isnt only cheap as dirt, it is dirt, and its winning new respect from architects, engineers, and designers. One look at the Great Wall of China will tell you how durable earthen construction can be. And, concerns for the environment and energy conservation make ordinary dirt look downright appealing. What does an earth house look like? Perhaps it will resemble the 400-year-old Taos Pueblo. Or, tomorrows earth homes may take on surprising new forms. Types of Earth Construction An earth house can be made in a variety of ways: AdobeRammed EarthCob (mud with straw)Compressed Earth BlocksStraw Bale (not really earth, but very organic) Or, the house may be made with concrete but earth sheltered underground . Learning the Craft How many people live or work in buildings constructed of earth? The folks at eartharchitecture.org estimate that 50% of the worlds population spend much of their time in earthen architecture. In a global market economy, its time that more developed nations take note of this statistic. Traditional adobe homes in the American Southwest have wooden beams and flat roofs, but Simone Swan and her students at the Adobe Alliance have discovered the African mode of construction, with arches and domes. The result? Beautiful, ultra-strong, and energy-efficient homes, echoing the adobe domes built along the Nile centuries ago and being built today like earth igloos in places like Namibie and Ghana in Africa. No one can argue with the environmental benefits of using mud and straw. But the ecological building movement does have critics. In an interview with The Independent, Patrick Hannay, from the Welsh School of Architecture, attacked the straw bale structures at the Centre for Alternative Technology in Wales. There would appear to be little aesthetic leadership here, Hannay said. But, you be the judge. Does responsible architecture have to be unsightly? Can a cob, straw bale, or earth sheltered home be attractive and comfortable? Would you like to live in one? Designing a More Beautiful Mud Hut The African earth igloos, however, come with a stigma. Because of primitive construction methods, mud huts have been associated with housing for the poor, even if building with mud is a proven architecture. The Nka Foundation is trying to change the mud hut image with an international competition. Nka, an African word for artistry, challenges designers to give these ancient building practices a modern aesthetic that is missing. The challenge outlined by the Nka Foundation is this: The challenge is to design a single-family unit of about 30 x 40 feet on a plot of 60 x 60 feet to be built by maximum use of earth and local labor in the Ashanti Region of Ghana. The client of your design is the middle-income family in any township of your choice in the Ashanti Region. Total costs of constructing the design entry must not exceed $6,000; land value is excluded from this price point. The entry should serve as an example to the local people that mud architecture can be beautiful and durable. The need for this competition tells us several things: How something is built can have little to do with aesthetics. A home can be well-made but ugly.Attaining status through architecture is nothing new; creating an image transcends socio-economic class. Design and construction materials, the essential tools of architecture, have the power to make or break stigma. Architecture has a long history of design principles that often get lost through the years. Roman architect Vitruvius set a standard with 3 Rules of Architecture- Firmness, Commodity, and Delight. Heres hoping that earth igloo construction will rise to the level of being built with more beauty and delight. Learn More: Winners of the Mud House Design 2014 CompetitionTour a village of earth-walled homes in Loreto Bay, MexicoAdobe Mud: Building With Earth by Catherine Wanek, Mother Earth News, June/July 2009Earth Architecture by Ronald Rael, Princeton Architectural Press, 2010Earth Architecture in Iran: Earth Buildings, Mud Architecture, Sustainable Architecture, Rammed Earth, Mud Bricks by Hamed Niroumand, LAP, 2011Adobe and Rammed Earth Buildings: Design and Construction by Paul Graham McHenry, Jr., University of Arizona Press, 1989 Sources: Architecture: A house made of straw by Nonie Niesewand, The Independent, May 24, 1999; eartharchitecture.org; 2014 Mud House Design Competition [accessed June 6, 2015]

Building Sentences With Participial Phrases

Building Sentences With Participial Phrases This exercise will give you a chance to apply the principles of building sentences with participial phrases. Instructions Combine the sentences in each set below into a single clear sentence with at least one participial phrase. Heres an example: I stood on the roof of my apartment building at dawn.I watched the sun rise through gray clouds. Sample combination: Standing on the roof of my apartment building at dawn, I watched the sun rise through gray clouds. If you run into problems while working on this exercise, review the following pages: Introduction to Sentence CombiningIdentifying VerbalsExercise in Adding and Arranging Participial Phrases When youre done, compare your sentences with the sample combinations on page two. Exercise: Building Sentences with Participial Phrases The dishwasher was invented in 1889.The dishwasher was invented by an Indiana housewife.The first dishwasher was driven by a steam engine.I took small sips from a can of Coke.I was sitting on the ground in a shady corner.I was sitting with my back against the wall.I was sitting on the window ledge.The ledge overlooked the narrow street.I watched the children.The children were frolicking in the first snow of the season.The first edition of Infant Care was published by the U.S. Government.The first edition of Infant Care was published in 1914.The first edition of Infant Care recommended the use of peat moss for disposable diapers.The house sat stately upon a hill.The house was gray.The house was weather-worn.The house was surrounded by barren tobacco fields.I washed the windows in a fever of fear.I whipped the squeegee swiftly up and down the glass.I feared that some member of the gang might see me.Goldsmith smiled.He bunched his cheeks like twin rolls of toilet paper.His cheeks were f at.The toilet paper was smooth.The toilet paper was pink. The roaches scurried in and out of the breadbox.The roaches sang chanteys.The roaches sang as they worked.The roaches paused only to thumb their noses.They thumbed their noses jeeringly.They thumbed their noses in my direction.The medieval peasant was distracted by war.The medieval peasant was weakened by malnutrition.The medieval peasant was exhausted by his struggle to earn a living.The medieval peasant was an easy prey for the dreadful Black Death.He eats slowly.He eats steadily.He sucks the sardine oil from his fingers.The sardine oil is rich.He sucks the oil with slow and complete relish. Exercise Answers Here are sample combinations for the 10 sets of sentence-building exercises on page one. Keep in mind that in most cases more than one effective combination is possible. Invented by an Indiana housewife in 1889, the first dishwasher was driven by a steam engine.Sitting on the ground in a shady corner with my back against the wall, I took small sips from a can of Coke.Sitting on the window ledge overlooking the narrow street, I watched the children frolicking in the first snow of the season.Published by the U.S. Government in 1914, the first edition of  Infant Care  recommended the use of peat moss for disposable diapers.The gray, weather-worn house sat stately upon a hill surrounded by barren tobacco fields.Fearing that some member of the gang might see me, I washed the windows in a fever of fear, whipping the squeegee swiftly up and down the glass.Goldsmith smiled, bunching his fat cheeks like twin rolls of smooth pink toilet paper.(Nathanael West,  Miss Lonelyhearts)The roaches scurried in and out of the breadbox, singing chanteys as they worked and pausing only to thumb their noses jeeringly in my direction.(S. J. Perelman,  The Rising Gor ge)The medieval peasant- distracted by war, weakened by malnutrition, exhausted by his struggle to earn a living- was an easy prey for the dreaded Black Death. He eats slowly, steadily, sucking the rich sardine oil from his fingers with slow and complete relish.

Responsibilities of Nonprofit Health Care Organizations Essay - 2

Responsibilities of Nonprofit Health Care Organizations - Essay Example ical Center (MMC) to keep its tax-exempt status, the number of open clinics is not making enough to keep MMC and the clinic itself on a productive phase. It could be possible that the location of the financially unstable clinic should be reconsidered. Closing the clinic should be the last option for MMC since the two outpatient clinics would not be able to accommodate the third clinic’s patients due to several factors and one could be the location. Even if the initial aim of putting up these clinics is to aid MMC retain its tax-exempt status, one should always put into mind that the aim of these clinics is to look after the health of patients disregarding the latter’s stature in the society (Nelson, 2005; ACHE.org, 2013). As it has been stated repeatedly, nonprofit healthcare organizations should always put into priority the kind of service they would be giving the patients. Everyone should be given the proper care that is needed at any given time, all the time. In the preamble of the ACHE’s Code of Ethics, one should utilize moral attitudes towards people who are in need of health care. One should always consider the well-being of others first before of the self especially in the aspect of finances. Taxes play a vital role in the government as it is the source of funds, part of which goes to welfare. Even if one is aiming for tax-exemption, the hospital or medical facility should still be providing the appropriate services that a profit-oriented organization is providing their clients. It is the moral and ethical thing to do, whether written in black and white or not. Healthcare executives are well-aware of the fact that it is not the profit which is the most important in the industry but the health and well-being of people (ACHE.org, 2013). United States Government Accountability Office. (September 2008). NONPROFIT HOSPITALS: Variation in Standards and Guidance Limits Comparison of How Hospitals Meet Community Benefit Requirements. 26 February 2014.

Frederick Douglass Essay Example | Topics and Well Written Essays - 2250 words - 1

Frederick Douglass - Essay Example According to the essay "Frederick Douglass" findings, examining the method that Douglass used in order to know how to read and write one will get a clear indication that abundant life was awaiting him. Douglas went through hardships in the house of his new master, Mr. Auld, whose wife offered to introduce him to the world of education. The wife, Mrs. Sophia Auld, was singularly motherly and kind to Douglas. At first, she treats Douglas like one of the family members to the extent of teaching him how to read and write. She had never been with slaves, so she knew nothing about how they were supposed to be treated (Douglas 76). However, when Mr. Auld knew what was taking place, he became an obstacle to Douglas’ education. He prevented the wife from her offers to the slave claiming that â€Å"slaves are unmanageable when they are educated†. This implied that if Douglass knew how to read and write, he would become a radical giving master’s hard time to manage. This st atement from a master gives us some light about the knowledge of reading and writing. Education will give one power to manage himself and not to depend on anybody or even allow another party to guide him on what to do. This illustrates the point that it is after knowing how to read and write that Douglas became successful after slavery. He knew how to manage himself and not depend on the decisions of other people. While he was being taught by Mrs. Auld, Douglass proved to be so intelligent and bright. This enabled him to secure a place in the shipyards as a worker.

Diversity in American Education Before 1960 Essay Example for Free

Diversity in American Education Before 1960 Essay The diversity in terms of the student population in American education before 1960 was largely dependent upon the issue of racial equality. The push for racial equality in the United States got a boost from the demands placed on all facets of society during World War II. The mobilization effort relied on the black race to win the war and once it was over, there was no turning back. Furthermore, the ideals of freedom and equality, which were the backbone of the Allied war cry and the foundation for the anti-communist Western movement, did not sit well alongside Jim Crow laws and public acts of racial discrimination. The Jim Crow System is also called â€Å"segregation†. It is a process in and through which Southerners may be said to legitimize their racial supremacy over the Blacks or Negroes. It is a system in and through which the central idea is â€Å"differentiation†. The aforementioned differentiation is done on the basis of ethnicity or race. It is therefore not difficult to see that such a system will encounter numerous criticisms due to the implications that result from it. Differentiation entails the recognition that races are different and as such, it creates a political setting that â€Å"separates† races such as the Whites from the Blacks. In addition to this, it also separates and ultimately, limits or confines races such as the Blacks to a social sphere with corresponding social functions that are imposed on them. In line with this, this paper will focus on the manifestations and effects of racial segregation on the American public educational system before 1960. It will do so since the end of racial segregation within the American public school system was largely determined by the effects of the Civil Rights movement as can be seen in the discussion of the Supreme Court Cases on educational and racial equality before 1960. The following cases will show the effects of racial inequality on the diversity of the population in the American public educational system prior to the aforementioned period. In 1954, the United States of America’s Supreme Court decided a landmark case concerning educational and racial equality. In Brown v. Board of Education of Topeka, 347 U. S. 483 (1954), the Court’s ruling is grounded on the principle that the doctrine of â€Å"separate but equal† [this doctrine is referring to the segregation policy, more specifically, the segregation policy in the schools in the U. S. ] will not and cannot provide Black Americans with the same standards and quality of education available for White Americans. The court thus, outlawed the â€Å"racial segregation of public education facilities† for the aforementioned reason. On May 17, 1954 the Warren Court handed down a 9-0 decision which stated, in clear and certain terms, that â€Å"separate educational facilities are inherently unequal†. Chief Justice Warren writes: Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. (1954, np) Moreover, racial segregation, as the court sees it, is against the pronouncements of the Constitution; the segregation of students on the basis of race or ethnicity and the legalization of a segregated public school education through the enactment of certain statutes serving to legitimize the creation and operation of schools that are exclusively for Whites or for Blacks, is clearly, not justified. The Supreme Court’s ruling in Brown v. Board of Education of Topeka remains and is still considered as a turning point in the determination of racial diversity in the educational institutions within the United States. The second case involves an implication of the Brown Cases [Brown Cases since there are Brown I, II and III cases]. Due to the Supreme Court’s verdict that segregation is â€Å"unconstitutional† and of course, due to the increasing rallies, boycotts and protests conducted by the advocates of the Civil Rights Movement, issues regarding â€Å"busing† as an appropriate means by which school administrators may comply with the then seemingly constitutional requirement of â€Å"desegregation†. Swann v. Charlotte-Mecklenburg Board of Education, 402 U. S. 1 (1971) was an important United States Supreme Court case which deals with the busing of students to promote integration in the public school system. After the first trial’s decision in favor of the Board of Education, the Court held that â€Å"busing† was the appropriate solution to address the existing racial imbalance among schools at the time, even where the imbalance resulted from the selection of students based on geographic proximity to the school rather than from deliberate assignment based on race. Busing was done as in the cases of two Northern cities; Boston and New York to ensure that schools would be properly integrated and that all students would receive equal educational opportunities regardless of their ethnicity or race Milliken vs. Bradley 418 U. S. 717 (1974), just like the Swann n. Charlotte-Mecklenburg Board of Education case is also another case concerning â€Å"busing†. Specifically, the Milliken vs. Bradley case deals with the â€Å"planned forced busing† of public school students across district lines among 53 school districts in Detroit. Hence, the case is also a consequence of the Brown v. Board of Education of Topeka case. The Court held that â€Å"[w]ith no showing of significant violation by the 53 outlying school districts and no evidence of any interdistrict violation or effect†, the district court’s remedy was â€Å"wholly impermissible† and not justified by Brown v. Board of Education (Milliken vs. Bradley 418 U. S. 717, 1974, np). The following statement by Friedman echoes the ramifications of the Milliken v. Bradley case The world was made safe for white flight. White suburbs were secure in their grassy enclaves. Official, legal segregation indeed was dead; but what replaced it was a deeper, more profound segregation Tens of thousands of black children attend schools that are all black, schools where they never see a white face; and they live massed in ghettos which are also entirely black. (Friedman, 2004, p. 296) Another case set during 1974 shows the conditions of diversity in the American public school system prior to 1960. Morgan v. Hennigan is a class action suit on behalf of fifteen Black parents and 43 children which found the Boston School Committee guilty of maintaining a dual, that is, segregated school system. In a court order issued by Garrity, imposed or forced busing will be done on the city of Boston in order to achieve racial balance in public schools. The aforementioned court order was based on a complex system of racial parity and ignored previous busing solutions. The Boston School Committee, according to the ruling of the court, through various means and capacities violated the constitutional rights of the plaintiffs by imposing segregation in terms assigning students to other areas, segregating residential patterns, transportation and grade system policies, to name a few. The School Committee thus, violated the Fourteenth Amendment of the Constitution because instead of ensuring that Black children be given equal protection under the law, the segregation policies instead placed the Black children in an unfair disadvantage. The proper course of action that schools should take according to the court is to enact policies that will eliminate racial discrimination and not its converse. We will now discuss Boston Busing in the light of Ronald Formisano’s Boston Against Busing: Race, Class, and Ethnicity in the 1960s and 1970s. Formisano’s conclusion regarding busing was that it is a failure. The main aims of desegregation are supposedly, educational equality and racial equality. Both aims however, were never achieved. The desegregation and affirmative action policies were results of the Civil Rights Movement and the Supreme Court rulings on the cases discussed earlier. History reveals that the expedited implementation of these policies was not beneficial to the American society since it involves an overhaul of large areas of American civil society and political culture. This construal may be strengthened by the â€Å"White Backlash Movements† in Boston. Formisano sees the White Backlash [as in the case of Boston] as a reaction to the implemented â€Å"forced busing†. He further defines the White’s reaction as a â€Å"reactionary populism† involving the middle, working class moved by a sense of â€Å"threat† regarding the policies implemented during the time and the escalating number of White v. Black incidents in the community and schools. It is also interesting to note that the White Backlash, like the Civil Rights Movement of the Blacks lacked a unified reaction and stand on the issue. Whites responded differently, so to speak, on the issue of forced busing. Formisano’s analysis that the White Backlash is moved by a sense of threat is indeed a plausible idea. Other Whites actually support the anti-racial discrimination campaigns but the expedited implementation of desegregation, forced busing and affirmative action threatened their sense of security and their sense of community. In other words, it went too far. Given the aforementioned cases, diversity in American public education before 1960 was largely determined by racial stratification. This however was largely affected by the Civil Rights movement since the movement questioned the main assumption regarding the treatment of individuals with different racial backgrounds. References Brown v. Board of Education of Topeka, 347 U. S. 483 (1954). Friedman, L. (2002). American Law in the Twentieth Century. New Haven: Yale University Press. Formisano, R. (2004). Boston Against Busing: Race, Class, and Ethnicity in the 1960s and 1970s. Carolina: University of Carolina Press. Milliken vs. Bradley 418 U. S. 717 (1974). Morgan v. Hennigan, 379 F. Supp. 410 (1974). Swann v. Charlotte-Mecklenburg Board of Education, 402 U. S. 1 (1971). Warren in Brown v. Board of Education of Topeka, 347 U. S. 483 (1954).

Life In The Universe :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In the selection I have chosen Chapter 6 of Life in the Universe; The Evolution of Life on Earth begins with the theories of Darwin and natural selection and how survival of the fittest was one of the main theories of evolution of life of an organism. Although it is a good theory, and has been tested through years it is not one of the main priorities of evolution. There was a reason of an outside force that forced the funas to extinction, not because it was unable to adapt to an environment. Also the past of origin goes too far back and is so complicated that there is no sure way to point a certain time or place in the history of our origin, unlike the work of nature. For example Homo sapiens come to be through neural complexity. Human arose from thousands of events happening in time that altered our past in a dramatic way. In order to understand the drastic changes we have to understand not just the principals of evolution but to understand the theory and life st yles of fossils found.   Ã‚  Ã‚  Ã‚  Ã‚   Complex creatures don’t mean that it has a better chance of survival and evolving into something better. Yet the simplest form of creation like bacteria still rule all with the enormous amount occupying the earth. Still the more complex we are doesn’t mean we have a better chance of survival. More complex animals like dinosaurs have already been extinct, so that tells us a great deal about evolving or surviving in the future. Bacteria occupy a wider range of space on earth and are an indestructible type of organism. Humans and other type of complex organisms have to worry about their extinction while bacteria on the other hand have a low chance of getting wiped out. Even as they are simple organisms they also have the same chance as we do to evolve without the tough struggle. Comparing the two it shows that complexity was not good or favored issue in evolution. Complexity is probably a bias made by us for the reason of our being and our evolution. E volving in such a way, it would state that animals evolve by greater complexity, or ecological adaptation with the theories of Darwin. Still there is no proof to us that this was true. Also if complexity was such a great thing why did it take so long for evolution of these type of species (including us).

Teachers Being Obliged to Teach Morality

Teachers are obliged to develop children’s morality as a part of their education. Children observe and informally learn life skills from an array of sources throughout their lifetime; these influences can affect the physical, cognitive and social-emotional aspects of a child’s development. The standards of a child’s morals are predominantly shaped by the morals of those around them such as peers, adults and teachers; this in many cases can prove undamaging, however some may unintentionally adopt a preconventional morality.In order to prevent undesirable moral traits within a child should it be the obligation of their teachers to educate the children in an internal behavioural context? Will this solve the issue? Social theologist’s propose that mental and moral standards have no objective reality, they are derived from ones subjective opinion (Miller, 2007). However it is also argued that a child’s environment is directly linked to changes in the pre frontal cortex of the brain, subsequently affecting the child’s cognitive mental development (Hansen, 2012).Teacher Cadet EssayIt can be justified to say that children can and will be affected morally by their surroundings, conversely the degree of impact will be determined by the child’s internal response. The process of moral advancement is linked to an individual’s three developmental domains, physical, cognitive and social-emotional; all of these domains are interrelated among each other and in some way represented within the educational curriculum (McDevitt, 2004).Physical abilities, neurological capabilities and the acquisition of motor skills are all taught and practiced throughout schooling, the obligation teachers have in assisting physical development manifests into an appropriate platform for moral development within the other two domains. Children begin to conceptualise abstract and analytical thought patterns as they learn and follow their teacherâ €™s rules which differ from their social and home rubrics. According to Piaget (1932) children at their earliest stages of moral development begin to analyse behaviours based on the resulting consequences (McDevitt, 2013).Kohlberg’s theory of moral development, where a child’s moral fortitude is defined by what they believe is emotionally right or wrong (McDevitt, 2013), poses as another form of moral evolution. At school, these two forms of moral development arise from teachers whom are individually obligated to teach their students a broad range of moral behaviours and base their teaching on their own moral values; however this creates room for error and discrimination.The obligations some teachers have to educate students on morals is both self-motivated and an honourable attribute, teachers within the public schooling system however have a fine line they must abide by. Religion, is banned in the public school curriculum by the Board of Studies, many people such as Humanists have the perspective that in order to guide children in establishing ‘proper’ morals one must reference a form of religion, whether it be directly or indirectly, however if it creates a happier, healthier child by all means teach moral education in school (Schafersman, 1991).Liberals see the education of morals and ethics to children not as a means of teaching and developing children socially and emotionally, but as a manifestation of religious views (Miller, 2007). This idea is not unfair, many parents have a range of views they predict superior to the idea of religion and any link to it. These restrictions nevertheless must coincide with a teacher’s code of conduct, the anti-religion extremist must understand the difference, and teachers should not have to ignore any moral transgressions by a child.Many parents of young children aged from 4-7 years old, which is when they first start to understand moral and immoral behaviour(2012, 09), can find th emselves too busy to instil their own morals and ethics onto their children and rely solely on their child’s other surrounding attributes to provide the developmental avenues necessary. Children who are not taught morals and appropriate behaviour prove to be more disruptive within a class setting (McDevitt, 2013).In these circumstances a child may struggle to develop socially and emotionally. A teacher educating morals will never replace a parent, however if the child is not receiving an ample amount of moral education at home, perhaps it is in the best interest of the parent, teacher and child if they were taught some moral standards at school. An obligated teacher, before enforcing moral standards, must assess a child’s physical, social-emotional and cognitive domains as there is a great diversity within each child’s moral development.Identify family conditions such as family structure, cultural background, family livelihood, parenting styles, disruptive influ ences and maltreatment (McDevitt, 2013). Gender also plays a role in moral diversity, females are more likely to inherit a care orientation, whilst males are more justice orientated (McDevitt, 2013). Different ethnicities too have varying understandings on what is right, and what is wrong.A child’s exposure to moral disputes and crisis beyond their years will have a great impact on their overall development, in these cases it is applauded for a teacher to feel obliged to not teach, but help a child through a moral issue. Children grow and adapt to their surroundings, they take moral values from all avenues and mould them to coincide within their own lifestyle, and therefore a teacher should feel obliged to contribute a level of moral fortitude, depending on the child’s circumstances.A teacher may encourage morals indirectly by creating learning and social groups for children with a preconventional morality, this enhances their social-emotional development giving the pu pil more peers to converse and follow suit (Bredekamp, 2009). A teacher may enforce moral standards cognitively if they believe the child is bullying or acting in a hostile manner. When a child is growing it can be a very fragile process, any altercations to a single progressive domain may throw off the entire balance, as all the developmental domains are similarly linked.Schooling systems are created to assist a child to develop and learn in an environment that appeals to a child’s every growing need, according to the Board of Studies. For an institution to advertise this degree of growth in a child it must have teachers going above and beyond the curriculum to impel children to mature and understand societal transgressions as well as the standard schooling subjects. Children will learn from teachers, teachers are seen as a source of information, they are the hierarchy outside of home, and they are interpreted as unquestionable (Daniels, 2002).If a teacher can use his or her s’ authority, with an educated opinion as to the child’s stability within its three domains, and help children advance their moral standards, then the teacher should welcomely feel obliged to educate morality, without scrutiny. (1,080 words) References Dave Miller. Can’t Teach Morals in School, Scholarly Blog. 2007. D. H. Daniels, L. Shumow. Child development and classroom teaching: a review of the literature and implications for educating teachers, 2002. J. L. Hansen, M. K. Chung, B. B. Avants, K. D. Rudolph, E. A,Shirtcliff, J. C. Gee, R. J. Davidson, S. D.Pollak. Structural variations in prefrontal cortex mediate the relationship between early childhood stress and spatial working memory. Journal of Neuroscience, 2012. Steven D. Schafersman, TEACHING MORALS AND VALUES IN THE PUBLIC SCHOOLS: A HUMANIST PERSPECTIVE, 1991 S. Bredekamp, C. Copple. Appropreate Practice in Early Childhood Programs, 2009 T. McDevitt, J. Ormrod. Child development: educating and workin g with children and adolescents (2nd ed), 2004. T. McDevitt, J. Ormrod, G. Cupit, M. Chandler, V. Aloa. Child Development and Education. 2013. 2012, 09. Moral Development. www. StudyMode. com. Teachers Being Obliged to Teach Morality Teachers are obliged to develop children’s morality as a part of their education. Children observe and informally learn life skills from an array of sources throughout their lifetime; these influences can affect the physical, cognitive and social-emotional aspects of a child’s development. The standards of a child’s morals are predominantly shaped by the morals of those around them such as peers, adults and teachers; this in many cases can prove undamaging, however some may unintentionally adopt a preconventional morality.In order to prevent undesirable moral traits within a child should it be the obligation of their teachers to educate the children in an internal behavioural context? Will this solve the issue? Social theologist’s propose that mental and moral standards have no objective reality, they are derived from ones subjective opinion (Miller, 2007). However it is also argued that a child’s environment is directly linked to changes in the pre frontal cortex of the brain, subsequently affecting the child’s cognitive mental development (Hansen, 2012).Teacher Cadet EssayIt can be justified to say that children can and will be affected morally by their surroundings, conversely the degree of impact will be determined by the child’s internal response. The process of moral advancement is linked to an individual’s three developmental domains, physical, cognitive and social-emotional; all of these domains are interrelated among each other and in some way represented within the educational curriculum (McDevitt, 2004).Physical abilities, neurological capabilities and the acquisition of motor skills are all taught and practiced throughout schooling, the obligation teachers have in assisting physical development manifests into an appropriate platform for moral development within the other two domains. Children begin to conceptualise abstract and analytical thought patterns as they learn and follow their teacherâ €™s rules which differ from their social and home rubrics. According to Piaget (1932) children at their earliest stages of moral development begin to analyse behaviours based on the resulting consequences (McDevitt, 2013).Kohlberg’s theory of moral development, where a child’s moral fortitude is defined by what they believe is emotionally right or wrong (McDevitt, 2013), poses as another form of moral evolution. At school, these two forms of moral development arise from teachers whom are individually obligated to teach their students a broad range of moral behaviours and base their teaching on their own moral values; however this creates room for error and discrimination.The obligations some teachers have to educate students on morals is both self-motivated and an honourable attribute, teachers within the public schooling system however have a fine line they must abide by. Religion, is banned in the public school curriculum by the Board of Studies, many people such as Humanists have the perspective that in order to guide children in establishing ‘proper’ morals one must reference a form of religion, whether it be directly or indirectly, however if it creates a happier, healthier child by all means teach moral education in school (Schafersman, 1991).Liberals see the education of morals and ethics to children not as a means of teaching and developing children socially and emotionally, but as a manifestation of religious views (Miller, 2007). This idea is not unfair, many parents have a range of views they predict superior to the idea of religion and any link to it. These restrictions nevertheless must coincide with a teacher’s code of conduct, the anti-religion extremist must understand the difference, and teachers should not have to ignore any moral transgressions by a child.Many parents of young children aged from 4-7 years old, which is when they first start to understand moral and immoral behaviour(2012, 09), can find th emselves too busy to instil their own morals and ethics onto their children and rely solely on their child’s other surrounding attributes to provide the developmental avenues necessary. Children who are not taught morals and appropriate behaviour prove to be more disruptive within a class setting (McDevitt, 2013).In these circumstances a child may struggle to develop socially and emotionally. A teacher educating morals will never replace a parent, however if the child is not receiving an ample amount of moral education at home, perhaps it is in the best interest of the parent, teacher and child if they were taught some moral standards at school. An obligated teacher, before enforcing moral standards, must assess a child’s physical, social-emotional and cognitive domains as there is a great diversity within each child’s moral development.Identify family conditions such as family structure, cultural background, family livelihood, parenting styles, disruptive influ ences and maltreatment (McDevitt, 2013). Gender also plays a role in moral diversity, females are more likely to inherit a care orientation, whilst males are more justice orientated (McDevitt, 2013). Different ethnicities too have varying understandings on what is right, and what is wrong.A child’s exposure to moral disputes and crisis beyond their years will have a great impact on their overall development, in these cases it is applauded for a teacher to feel obliged to not teach, but help a child through a moral issue. Children grow and adapt to their surroundings, they take moral values from all avenues and mould them to coincide within their own lifestyle, and therefore a teacher should feel obliged to contribute a level of moral fortitude, depending on the child’s circumstances.A teacher may encourage morals indirectly by creating learning and social groups for children with a preconventional morality, this enhances their social-emotional development giving the pu pil more peers to converse and follow suit (Bredekamp, 2009). A teacher may enforce moral standards cognitively if they believe the child is bullying or acting in a hostile manner. When a child is growing it can be a very fragile process, any altercations to a single progressive domain may throw off the entire balance, as all the developmental domains are similarly linked.Schooling systems are created to assist a child to develop and learn in an environment that appeals to a child’s every growing need, according to the Board of Studies. For an institution to advertise this degree of growth in a child it must have teachers going above and beyond the curriculum to impel children to mature and understand societal transgressions as well as the standard schooling subjects. Children will learn from teachers, teachers are seen as a source of information, they are the hierarchy outside of home, and they are interpreted as unquestionable (Daniels, 2002).If a teacher can use his or her s’ authority, with an educated opinion as to the child’s stability within its three domains, and help children advance their moral standards, then the teacher should welcomely feel obliged to educate morality, without scrutiny. (1,080 words) References Dave Miller. Can’t Teach Morals in School, Scholarly Blog. 2007. D. H. Daniels, L. Shumow. Child development and classroom teaching: a review of the literature and implications for educating teachers, 2002. J. L. Hansen, M. K. Chung, B. B. Avants, K. D. Rudolph, E. A,Shirtcliff, J. C. Gee, R. J. Davidson, S. D.Pollak. Structural variations in prefrontal cortex mediate the relationship between early childhood stress and spatial working memory. Journal of Neuroscience, 2012. Steven D. Schafersman, TEACHING MORALS AND VALUES IN THE PUBLIC SCHOOLS: A HUMANIST PERSPECTIVE, 1991 S. Bredekamp, C. Copple. Appropreate Practice in Early Childhood Programs, 2009 T. McDevitt, J. Ormrod. Child development: educating and workin g with children and adolescents (2nd ed), 2004. T. McDevitt, J. Ormrod, G. Cupit, M. Chandler, V. Aloa. Child Development and Education. 2013. 2012, 09. Moral Development. www. StudyMode. com.

My Personal Interest Project Essay

The Internet is a growing space with infinite potential, yet we must question the truth and reliability of some things. Sherry Turckle, author of Together Alone quoted a subject of hers as saying â€Å"When things happen in real-time that’s it you have to show emotion and have quick responses, there is not more time left to think† My personal interest project (Henceforth referred to as PIP) is an investigation into the desire to create an online pseudo and the impact it is having on people’s social skills across a range of social situations. My first idea was to study the affect of vaccinations in society but that changed when my interest in social identity grew. The initial idea began when during conversation the topic of ‘fake’ people on the Internet was brought up and the conversation wound its way into the desire to change your identity and how that can effect the first time you meet someone face-to-face and they realise you are not the sock puppet you resonated to be via the internet. After thought on that idea, I became interested in what drove an increasing amount of people to alter themselves on the Internet and the comparison between reactions in people in a situation online and the same situation in ‘real-time’. The way peoples minds work, and the reasoning behind decision making has always intrigued me and I now have a chance to explore it in depth. This research idea resonates with the topic Change and Continuity within the Society and Culture syllabus. It explores the changing uses of technology on social and cultural practices and traditions. The primary methodologies I am using include; Interviews with professors studying similar concepts consisting mainly of open-ended questions, Focus groups to collect primary information on the comparison of effects in regard to different social situations, Questionaries to enable me to collect a range of answers for general questions and personal reflection which allows me to include my own experiences from my micro world and aid in the answering of the hypothesis, It will also allow me to see the way I have reacted in the same social situations or would potentially react. I will be constructing a questionnaire to get a general idea on the topic; I will also be constructing a group of 30, all of specific age groups, and having them record their experiences in 10 different day-to-day social situations and recording how they reacted to the situations via social media and in real-time. I aim to discover a deeper insight into the desire to change who you are over the Internet and the impact the Internet is having on peoples ability to function in day-to-day social situations. I have experienced the changing of peoples behaviours in situations were the Internet is not readily available and wish to explore the reasoning behind why people feel the need to create an online pseudo yet are slowly losing their real-time social identity and skills.

Autism Paper Essay Example

Autism Paper Essay Example Autism Paper Essay Autism Paper Essay Mental Illness 1 Mental Illness Paper Angela Renee Walters University of Phoenix/Axia College Mental Illness 2 I chose the topic of Autism to do my paper on. Since I know so many people that suffer from this mental illness. I am going to explain the history and background of the disease, the signs and symptoms, identify the neurotransmitters associated with autism. I am also going to explain how autism is diagnosed, including the tests and the types of professionals involved. As well as, describe the treatments and how the patientâ„ ¢s environment can either promote or detract from successful treatment and describe how diagnosis and treatment of autism today compares to diagnosis and treatment of the past. The word autism, which has been in use for about 100 years, comes from the Greek word autos, meaning self. The term describes conditions in which a person is removed from social interaction- hence a isolated self. Eugen Bleuler, a Swiss psychiatrist, was the first person to use the word. He started using it around 1911 to refer to one group of symptoms of schizophrenia. In the 1940s, researchers in the United States began to use the term autism to describe children with emotional or social problems. Leo Kanner, a doctor from John Hopkins University, used the term to describe the withdrawn behavior of several children that he studied. At about the same time, Hans Asperger, a scientist in Germany, identified a similar condition thatâ„ ¢s now called Aspergerâ„ ¢s syndrome. Autism and schizophrenia remained linked in many researchersâ„ ¢ minds until the 1960s. It was only then that medical professionals began to have a separate understanding of autism in children. From the 1960s through the 1970s, research into treatments for autism focused on medications such as LSD, electric shock, and behavioral change techniques. The latter relied on pain and punishment. During the 1980s and 1990s, the role of behavior therapy and the use of highly controlled learning Mental Illness 3 environments emerged as the primary treatments for many forms of autism and related conditions. Currently, the cornerstone of autism therapy is behavior therapy. Other treatments are added as needed. There are different types of autism. There is Autistic disorder, Pervasive development disorder, Aspergerâ„ ¢s syndrome, Rhett syndrome, and childhood disintegrative disorder. One symptom common to all types of autism is an inability to easily communicate and interact with others. In fact, some people with autism are unable to communicate or interact at all. Others may have difficulty interpreting body language or holding a conversation. Some other symptoms linked to autism may include unusual behaviors in several different areas. Such as, interest in objects or specialized information, reactions to sensations, and ways of learning. These symptoms are usually seen early in development. Most children with severe autism are diagnosed by the age of three. Some children with milder forms of autism, such as Aspergerâ„ ¢s syndrome, may not be diagnosed until later when their problems with social interaction cause difficulties at school. Many children with autism engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head banging. Patients with autism may fail to respond to their name and often avoid eye cont act. They also cannot understand social cues such as tone of voice or facial expressions. Scientists are not certain about what causes autism, but it is likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder. Studies of people with autism have found irregularities in several parts of the brain. Other studies suggest that people with autism have abnormal Mental Illness 4 levels of serotonin or other neurotransmitters in the brain. These abnormalities suggest that autism could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to the influence of environmental factors on gene function. This is why patients with autism have a hard time communicating and social interactions. Autism varies widely in severity and symptoms and may go unrecognized, especially in mildly affected children or when it is masked by more debilitating handicaps. Very early indicators that require an evaluation by an expert include: no babbling or pointing by the age of one, no single words by 16 months or two-word phrases by the age of two, no response to name, loss of language or social skills, poor eye contact, excessive lining up of toys or objects, and no smiling or social responsiveness. Later indicators include: impaired ability to make friends with peers, impaired ability to initiate or sustain a conversation with others, absence or impairment of imaginative and social play, stereotyped, repetitive, or unusual use of language, restricted patterns of interest that are abnormal in intensity or focus, preoccupation with subjects or objects, and inflexible adherence to specific routines or rituals. Health care providers will often use a questionnaire or other screening instrumen ts to gather information about a childâ„ ¢s development and behavior. Some screening instruments rely solely on parent observations, while others rely on a combination of parent and doctor observation. If screening instruments indicate the possibility of autism a more comprehensive evaluation is usually indicated. A comprehensive evaluation requires a multidisciplinary team, Mental Illness 5 including a psychologist, neurologist, psychiatrist, speech therapist, and other professionals that diagnose children with autism. The team members will conduct a thorough neurological assessment and in-depth cognitive and language testing. Because hearing problems can cause behaviors that can be mistaken for autism. There is no cure for autism. Therapies and behavioral interventions are designed to remedy specific symptoms and can bring out substantial improvement. The ideal treatment coordinates therapies with interventions that meet the specific needs of each individual child. One treatment option is education/behavioral interventions. Therapist use highly structured and intensive skill-oriented training sessions to help children develop social and language skills, such as Applied Behavioral Analysis. Family counseling for the parents and siblings of children with autism often helps families cope with the particular challenges of living with a child with autism. Another treatment option is medications. Doctors may prescribe medications for treatment of specific autism-related symptoms, such as anxiety, depression, or obsessive-compulsive disorder. Antipsychotic are used to treat severe behavioral problems. Seizures can be treated with one or more anticonvulsant drugs. Medication used to treat people with attention deficit disorder can be used effectively to help decrease impulsivity and hyperactivity. Also physical therapy and occupational therapy may need to be used. It is extremely important that a patientâ„ ¢s environment be controlled. Patientâ„ ¢s with autism do better with a daily routine or schedule. The parents of the patientâ„ ¢s need to make sure that treatment is followed exactly as instructed and that their environment stays the same. Because if not it can cause the patient to get worse or retract and make the condition worse than it already Mental Illness 6 is. With a positive home life and environment patients with autism can get better. It is very important that the parents stay supportive of their special needs child. Diagnosis and treatments today are much better compared to the past when autism first came about. In the past they used harsh treatments such as electric-shock therapy and very painful techniques. Also many patientâ„ ¢s were locked away in psych wards and misdiagnosed. Today we have much better diagnosis and treatments to help patients with the disease. We have teams of doctors that work closely with each other and the parents of the patientâ„ ¢s to make sure that the right treatment is working. The diagnosis is much less painful. The treatment options today are much more individualized to each patientâ„ ¢s symptoms and specific needs. Considering that there are many forms of autism and each patientâ„ ¢s symptoms are different. We also have a variety of medications available now to treat many different symptoms. Mental Illness 7 References: National Institute of Neurological Disorders and Stroke. Last updated: November 4, 2011. Autism Fact Sheet. Retrieved from: ninds.nih.gov/disorders/autism/detail_autism.htm WebMD, LLC. 2005-2011. Autism Spectrum Disorders. Retrieved from: webmd.com/brain/autism/history-of-autismpage=2

Guides for Students and Instructors in English 101

Guides for Students and Instructors in English 101 Perhaps youre a new grad student who has just been assigned three large sections of freshman composition. On the other hand, you might be a seasoned instructor looking for fresh approaches to an overly familiar course. Whatever the case, you may find something useful in this collection of tips, topics, and exercises for the first week of English 101. The overall purpose of these seven short articles is to encourage students to think about their own writing habits, attitudes, standards, and skills. As they do, youll have occasion to identify your own goals for the course and provide an overview. Seven Secrets to Success in English 101English 101 (sometimes called freshman English or college composition) is the one course that almost every first-year student in every American college and university is required to take- and it should be one of the most enjoyable and rewarding courses in your college life!The Write Attitude and Your Writing GoalsSpend some time thinking about why you would like to improve your writing skills: how you might benefit, personally and professionally, by becoming a more confident and competent writer. Then, on a sheet of paper or at your computer, explain to yourself why and how you plan to achieve the goal of becoming a better writer.A Writers Inventory: Evaluating Your Attitudes Toward WritingThis questionnaire invites students to examine their attitudes toward writing. To encourage honest responses (rather than teacher-pleasing ones), you might want to assign the questionnaire at the start of the first class meeting.Your Role as a WriterThis isnt a formal composition assignment but a chance to write a letter of introduction to yourself. Nobody will be passing judgments about you or your work. Youll simply take a few minutes to think about your writing background, skills, and expectations. By putting those thoughts down on paper (or a computer screen), you should gain a clearer sense of just how you plan to improve your writing skills. Your Writing: Private and PublicIf you require students to keep a journal in your class, this article should serve as a good introduction to private writing.The Characteristics of Good WritingExperiences in school leave some people with the impression that good writing simply means writing that contains no bad mistakes- that is, no errors of grammar, punctuation, or spelling. In fact, good writing is much more than just correct writing; its writing that responds to the interests and needs of our readers.Explore and Evaluate Your Writing ProcessNo single method of writing is followed by all writers in all circumstances. Each of us has to discover the approach that works best on any particular occasion. We can, however, identify a few basic steps that most successful writers follow in one way or another. Regardless of whether you use any of these materials, best wishes to you and your students in the new academic year!

Global Supply Chain Management Essay Example | Topics and Well Written Essays - 2750 words

Global Supply Chain Management - Essay Example Secondly, a high demand for quality and safe products become a challenge to a majority of Supply chains. Normally, the first obstacle and a lack of understanding on how to reduce the costs cause this. Management of supplier relationship could prove imperative in overcoming this challenge. Additionally, outsourcing, regular maintenance of machines as well as forecasting and preparing for customer’s ever-dynamic needs could be helpful. Thirdly, inadequate knowledge of the need to have a supply chain resiliency plan has been identified as the major hurdle for many. Three important relations in this third option include the supplier-customer, top management-supplier, and top management-customer relationships. This paper has extensively handled this topic, and hopefully, it will offer the much-needed solution. Supply chains play a critical role in ensuring that the services needed are delivered to their respective clients. On the other hand, the clients trust this industry to deliv er products and services, which are reliable, safe, and ones that meet the precise need they have. However, the recent horsemeat scandal involving Tesco has cast a shadow of doubt on the supply chains. A debate has since risen on the need to change the way supply chains do business with some calling for transparency on this industry’s operations. While it is easy to criticize an industry whenever a scandal especially one that has to do with health concerns, this paper’s takes a different approach. With an aim to provide a solution to a vital industry whose services are needed, this paper seeks to highlight at least three obstacles the Supply chain has to overcome. To achieve this goal, this paper uses the UK automobile manufacturers, Jaguar as a case study originally named ‘Swallow Sidecar Company’, Jaguar Landrover is UK multinational company headquartered in Whitley.